Education

By Waliyat Ayomide Oseni

In an era increasingly defined by globalisation and interconnectedness, cultural diversity has become pivotal in shaping educational frameworks worldwide. In Nigeria, a nation rich in ethnic plurality and cultural heritage, cultural diversity within educational institutions assumes strategic importance.

Cultural diversity refers to various cultural, ethnic, and social backgrounds represented within a community. Nigeria is often called a “melting pot” due to its numerous ethnic groups, languages, customs, and traditions. This diversity can enrich the educational experience, providing students with a broader worldview and enhancing their understanding of global issues. 

Nigeria is a diverse country with over 250 ethnic groups and more than 400 languages spoken, reflecting a rich cultural tapestry. This diversity is fundamental to Nigerian society and contributes to its vibrancy and uniqueness. Ethnic groups such as the Hausa-Fulani, Yoruba, and Igbo, among others, each bring their traditions, languages, and customs, creating a mosaic of cultures across the nation. 

Religious diversity is also prominent, with Islam, Christianity, and traditional African religions coexisting harmoniously. This cultural richness is celebrated through various festivals, ceremonies, and events, showcasing the country’s diverse heritage and promoting unity among its people.

One of the most significant benefits of cultural diversity in Nigerian educational institutions is promoting critical thinking and problem-solving skills. Diverse classrooms encourage students to engage with differing viewpoints, challengepreconceived notions, and foster respect for others’ beliefs and practices. This exposure sharpens analytical skills andcultivates empathy and social awareness, which are crucial for functioning in a diverse society and workplace. 

Diversity also fuels creativity and innovation in the learning process. When students are encouraged to collaborate across cultural boundaries, they combine unique experiences and ideas, leading to imaginative solutions to complex challenges. 

For instance, blending cultural perspectives in group projects can enhance creativity and result in more comprehensive and multifaceted outcomes. Educational leaders who emphasise collaboration among students from diverse backgrounds can harness this potential, creating an environment that nurtures innovative thinking.

In addition, extracurricular activities such as cultural festivals, language clubs, and international exchange programs can enrich students’ learning experiences and promote cultural appreciation. These initiatives foster community and belonging while encouraging students to celebrate their unique identities.

In conclusion, cultural diversity within Nigerian educational institutions offers many benefits, including enriched learning experiences, enhanced critical thinking, and improved interpersonal skills. Educators play a vital role in embracing this diversity and fostering an inclusive environment where every student can thrive. As Nigeria continues to navigate its identity within a global landscape, prioritising cultural diversity in education will undoubtedly enrich the learning experiences of future generations and contribute to the nation’s development.

Waliyat Ayomide Oseni wrote from the Department of Mass Communications, Bayero University, Kano.

By Mujahid Nasir Hussain

Before I received my call-up letter to serve in Kaduna, I had only visited two states in Nigeria: Bauchi and Katsina. As rooted as I was in Kano, I was confident that one day, a journey would take me on an expansive adventure. On a Monday morning, my letter arrived, and I was assigned to Kaduna. Without hesitation, I accepted the call, feeling both the weight of the commitment and a sense of excitement for the journey ahead.

My arrival at the Government College Temporary Orientation Camp, Kurmin Mashi, was immediately followed by an unexpected nomination. A day after settling in, the NYSC certificate officer responsible for Muslim affairs addressed us after the Fajr prayer. He announced they would select a camp Ameer, Imams, and mosque officials to guide and regulate Muslim activities for the three-week orientation. While the officer invited all interested corps members to a screening at 9:00 a.m., I initially had no interest in volunteering. 

I had been an Imam throughout my four years at Bayero University Kano and knew the demands of such a role well. However, a friend’s persistent encouragement eventually swayed me. He reminded me that contributing in this way could be significant, so I agreed to attend the screening. By the end of the process, I was nominated as the camp Ameer among a large pool of competent Muslim corps members. This role demanded dedication, organisation, and the ability to balance multiple responsibilities, each of which became an invaluable part of my camp experience.

I sought additional ways to engage and support my fellow corps members throughout the orientation. Given my background in a medical-related field, I joined the Red Cross team, a requirement for those in health-related disciplines. This opened up an opportunity to teach cardiopulmonary resuscitation (CPR) and choking management, skills I had learned and been certified in through the Basic Life Support training at Aminu Kano Teaching Hospital just four weeks before arriving in camp. Sharing this knowledge with my peers was a gratifying experience and reinforced my commitment to the responsibilities I had taken on.

As the orientation phase ended, the NYSC program’s next chapter brought me another unexpected role—the position of Medical & Health Community Development Service (CDS) president. This time, I was both surprised and a little amused at the nomination, especially when someone in the group remarked, “He only studied physiology,” implying that there were candidates with medical and pharmacy degrees who might be more fitting for the role. However, my fellow corps members saw beyond that comment, recognising my active participation and consistent presence in discussions on various health issues. Their confidence in me reaffirmed my belief in engaging fully in every opportunity, regardless of qualifications or prior experience.

One of the most transformative aspects of my NYSC journey was my placement at a diagnostic centre. This placement became a learning ground where I progressed from never handling a sonography probe to becoming a trusted cardiac sonographer. Each day at the centre involved performing different scanning procedures, including cardiac sonography—a skill I never expected to acquire. 

Before long, I began visiting primary healthcare centres to conduct these scans and report results, trusted to work independently by the centre. This experience not only built my technical skills but also gave me confidence and professional growth that went far beyond the confines of my physiology degree.

Reflecting on this journey, I am grateful for the complete immersion I experienced by staying in Kaduna. Many corps members, especially those posted close to their home states, travel back frequently, often missing out on opportunities to develop their skills more deeply. Though I only made two trips back to Kano throughout my service year, the experiences and skills I gained in Kaduna were irreplaceable. 

NYSC offered a space where I could grow beyond the confines of my academic background, gaining hands-on expertise that would ultimately make me more valuable in the job market. The scheme is a golden opportunity to stand out for those wondering about the job prospects after NYSC. If I had only my physiology degree to present to future employers, I’d be no different from countless other graduates with the same qualification. But by stepping out of my comfort zone, learning sonography, and building leadership experience, I now have more to offer.

Prospective corps members should view the NYSC year as more than a routine or obligatory service period. It’s an opportunity to develop skills that add value to your degree and increase your chances in the job market. 

With the right mindset, your NYSC journey can transform and empower you unexpectedly. My time in Kaduna will remain one of the most defining chapters of my life, a journey marked by growth, resilience, and the pursuit of a purpose greater than myself.

Mujahid Nasir Hussain wrote via mujahidhnasir@gmail.com.

By Uzair Adam

A research expert and communications lecturer at Kano State Polytechnic, Malam Aisar Fagge, has expressed deep concern over the rise of online sports betting among Nigerian youth, especially university students.

He attributed this trend to the worsening economic hardships, unemployment and a widespread “get-rich-quick” mentality, which he warns is leading to dishonest behaviors and damaging lifestyles.

According to Fagge, research reveals that a significant portion of those involved in online gambling are university students, whose academic performance suffers as they dedicate countless hours to betting instead of their studies.

He shared these insights as the lead speaker during a seminar at Al-Istiqama University, Sumaila, where he cited empirical findings across geo-political zones in Nigeria indicating that 66 percent of online sports gamblers are students.

Alarmingly, he noted that gambling losses have led some young people to attempt suicide.

During the event, titled “The Pervasiveness of Sports Betting (Online Gambling) Among Undergraduate Students in Nigerian Universities,” Fagge defined online gambling as the risky investment of money in hopes of gain or, in extreme cases, even personal belongings like wives, which he described as madness.

He voiced alarm over this disturbing trend, highlighting that these youths are supposed to be the future leaders of society but are instead risking their lives for gambling—a problem that has been repeatedly reported in various situations and times.

He noted that while online gambling is globally popular, it has particularly gained a foothold among African youth.

He stated that in Kenya, for instance, 84 percent of young people engage in online betting daily, with Nigeria ranking close behind.

Fagge warned that Nigeria might soon surpass Kenya in gambling numbers due to its large population, a trend he sees as unfortunate given the many productive ways students could use their phones to earn a living.

He also cited how this activity goes against Islamic teachings, as mentioned in the Qur’an.

He further explained that, in the past, gambling was considered anti-social in Hausa communities, but modern technology now provides anonymity, making it easier and more enticing.

He blames the internet and social media platforms like Facebook, Twitter, and X for promoting this activity.

Despite acknowledging the economic challenges facing many Nigerians, he stressed the importance of patience and resilience, reminding his audience of the Islamic belief that life’s tests are part of a divine plan.

“Although we all know the current economic situation in Nigeria, we must remember that we are Muslims. Allah clearly states that He will test us. This is life: today may be good, tomorrow may be bad.”

He pointed out that although online gambling is prevalent among youths, the situation in Northern Nigeria remains better than in Southern regions, like Lagos, where many shops openly facilitate gambling.

Fagge cited a 2024 study by Olusegun et al., highlighting that 79 percent of online gamblers in Nigeria are young people aged 18 to 35. He also cited incidences were some students committed suicide for losing money during betting and the drop-outs who used their registration fees for sports betting.

Football, he noted, has the highest following in sports betting, with 74 percent of bets nationwide placed on football matches, which fuels the global popularity of the sport.

He shared the story of a young businessman who, over seven years, lost over 18 million naira, with his largest win being only 360,000 naira.

He urged youths to quit gambling before they reach the stage of addiction which is considered as a “point of no return,” cautioning, “Once someone crosses that point, it’s hard to stop, with the hope that they might win someday.”

The Vice Chancellor of Al-Istiqama University, Professor Salisu Sheshu, commended the lecture as timely and vital, given the audience—digital natives. He encouraged students to apply the knowledge gained from the seminar.

The Daily Reality reports that the event gathered academics from within and outside the university, along with guests and numerous students.

By Uzair Adam

The Vice-Chancellor of Al-Istiqama University, Sumaila, Professor Salisu Shehu, has commended The Daily Reality team for their outstanding support toward the university.

Prof. Shehu noted that the online newspaper has offered remarkable support to the institution since its establishment in 2022, with numerous reports about the university featured prominently on its platform.

The Vice-Chancellor spoke during a seminar titled “The Pervasiveness of Sports Betting (Online Gambling) Among Undergraduate Students in Nigerian Universities.”

The event, organized in honour of the Muslim Students Society of Nigeria Day, featured The Daily Reality’s editor, Malam Aisar Fagge, as the lead speaker.

“Malam Aisar Fagge is a renowned figure on social media, and most of you see his posts on Facebook. He’s a teacher-journalist. He teaches journalism and practices it. They are the publishers of The Daily Reality [online newspaper]. The media has carried and shared a lot of information about Al-Istiqama University and has publicized us widely. May Allah bless them,” said Prof. Shehu.

In response, Malam Aisar Fagge expressed gratitude to the Vice Chancellor for his dedication to advancing the university.

He said, “I am thrilled by the positive changes I’ve seen in this university. The progress is impressive. The university got the leadership it deserves.”

By Anas Abbas

The Academic Staff Union of Universities (ASUU) has accused the World Bank and the International Monetary Fund (IMF) of actively undermining Nigeria’s public education system.

This allegation comes amidst the union’s frustration over the ongoing delays in renegotiating its 2009 agreement with the federal government, despite several Memoranda of Understanding (MoUs) and Memoranda of Action (MoAs), ASUU President.

 Prof. Emmanuel Osodeke expressed disappointment that the agreement has yet to be finalized.

During the ASUU Heroes Day 2024-2025 ceremony held in Abuja, Prof. Osodeke raised concerns about various issues, including the mandatory Integrated Personnel and Payroll Information System (IPPIS) and the suspension of salaries for ASUU members for three and a half months.

In a positive development, ASUU announced that it had awarded selected members PhD grants worth N500,000 each after thoroughly evaluating proposals. 

Prof. Osodeke praised the members for their unwavering commitment to defending Nigeria’s public university system and extended his support to ASUU members facing challenges at Kogi State University, Lagos State University, Ebonyi State University, and Chukwuemeka Odumegwu Ojukwu University.

The Heroes Day event recognizes past and present members for their dedication to enhancing public education. Prof. Osodeke paid tribute to the late Prof. Festus Iyayi, a former ASUU president, and others who have made significant contributions to the union’s objectives.

By Idris Hassan

A student of Ahmadu Bello University (ABU) Zaria, Maimuna Abubakar, who beat other contestants across the world last time to emerge 3rd in an International Essay Competition organised in the United States of America, has graduated with a first-class degree in Sociology (the third person in the department’s history to graduate with a first-class), after Muminah Musa Agaka, who first broke the 38-year record. 

Maimuna Abubakar is someone I have been mentoring since my time at ABU, Zaria. She’s from Niger State and has always been eager to listen and learn. She lost her mother a few years ago, which was a difficult period for her. 

I recall the last time she asked me if there was anything she could work on, as she often does. I mentioned an essay competition in the US that I wanted her to apply for. She responded, “Sir, that’s for people like you. I don’t think I am a good fit since I know so little.” I laughed and encouraged her to submit her entry. We discussed her ideas critically, and she wrote something she sent me for proofreading. After reviewing it, she submitted her essay and won third place.

Maimuna is a writer, poet, and much more. She graduated as the best student at her level in the Department. Maimuna is also a trained teacher with over five years of experience. During school breaks, she makes dresses, loves writing, and especially enjoys reading. 

She was Amira of the Muslim Students Society of Nigeria (MSSN) ABU, Chairperson of the NSASA Academic Committee, and Secretary of the NSASA Editorial Committee in Zaria. Maimuna aspires to be a Public Health Professional or a Social Psychologist. Given her dedication and achievements, I believe the Niger State government needs to acknowledge and reward her efforts.

Applied Worldwide is a project founded by Stephanie Wilson and Luke Hanna in the United States. It believes in a dynamic sociology in which sociological knowledge is produced and applied to enact positive changes in communities worldwide. 

Applied Worldwide organises an international essay writing competition to inspire students in the field and help foster change through a sociological lens that Applied Worldwide aims to bring. You can also try your luck.

By Ibrahim Muhammad 

The Yobe State Government has made significant strides in revamping the education sector, demonstrating its commitment to empowering future generations.

In 2024, the government invested over N2 billion in learning materials and infrastructure development through its Universal Basic Education Board (YSUBEB).  

According to YSUBEB Executive Secretary Alhaji Isa Shettima, the substantial investment aims to enhance the quality of education in primary and secondary schools across the state. 

Learning materials were widely distributed, including essential items such as pencils, pens, exercise books, school bags, chalk, whiteboards, markers, and more.

Specifically, the YSUBEB distributed 5,600 cartons of pencils, 5,600 cartons of ballpoint pens, and 5,600 cartons of exercise books, among other materials.

Additionally, UNICEF donated 56,000 branded school bags. Infrastructure development was also a key focus area, with the YSUBEB renovating over 100 schools across the state’s three geopolitical zones.

Notable projects included the construction of new classroom blocks, administrative blocks, laboratories, libraries, and offices in various schools.

The government also built two vocational schools in each geopolitical zone. Some of the notable projects undertaken by the YSUBEB include renovating a block of two classrooms, offices, and stores in Government Secondary School, Dagona, and building a block of six classrooms with an administrative block, laboratory, library, and offices in GDJSS, Abba Ibrahim.

The YSUBEB also constructed two classroom blocks, an office, and a store in Bizi Primary School and six classroom blocks with an administrative block, a laboratory, a library, and offices in Government Day Secondary School Buraima. 

Despite these efforts, some reports have falsely claimed that the Yobe State Government has neglected the education sector, leaving schools in a ramshackle condition.

However, these claims are entirely unfounded and misleading. The facts on the ground demonstrate the government’s unprecedented commitment to providing quality education.

The N2 billion investment in learning materials and infrastructure development is a testament to this commitment. It is essential to set the record straight and dismiss these baseless reports.

The Yobe State Government has made overwhelming progress in revitalising the education sector, and this progress should not be obscured by misinformation.

The government remains dedicated to providing a conducive learning environment for its citizens and ensuring that every child has access to quality education. 

The Yobe State Government’s efforts in education are part of its broader development agenda, as outlined in the 2024 Appropriation and Finance Bills.

By Lydia Usman Maiva

The issue of out-of-school children in Nigeria, particularly in the Northeast region, has reached alarming proportions. The numbers are gargantuan, and the consequences of inaction will be dire.

According to the United Nations Children’s Fund (UNICEF), Nigeria has the highest number of out-of-school children in the world, with over 10 million children between the ages of 5 and 14 not attending school.  

The Northeast region accounts for a significant portion of this number, with states like Borno, Yobe, and Adamawa having some of the highest rates of out-of-school children.

This trend is deeply troubling, as it not only affects the future of these children but also threatens the stability and development of the region.

Poverty, conflict, and cultural barriers are some of the factors driving this phenomenon, making it fundamental to adopt a comprehensive approach to address the root causes. 

Poverty and economic hardship are some of the contributors to the problem. Many families in the Northeast struggle to make ends meet, forcing them to prioritise basic needs over education.

Meanwhile, the lingering conflict in the region has destroyed infrastructure, displaced communities, and created an environment conducive to radicalization.

The lack of access to quality education further exacerbates the issue, as inadequate facilities and unqualified teachers undermine the value of education. 

Cultural and social barriers also play an active role in keeping children out of school. In some communities, girls are discouraged from pursuing education due to societal norms and expectations.

Similarly, boys are often pressured to engage in economic activities or join extremist groups. These barriers must be addressed through community-based initiatives that promote education and awareness. 

The consequences of taking measures will be far-reaching and devastating. Out-of-school children are more likely to engage in child labour or trafficking, become radicalised or recruited by extremist groups, suffer from poverty and unemployment, lack access to healthcare and social services, and perpetuate cycles of illiteracy and ignorance.  

To curb the menace of out-of-school children, increased investment in education infrastructure and resources is crucial.

This includes building and renovating schools, providing adequate materials and equipment, and training qualified teachers. Implementation of conditional cash transfer programs can also encourage enrolment, particularly among disadvantaged families. 

Community-based initiatives are vital in promoting education and awareness. Collaboration with local leaders, religious institutions, and civil society organisations can help challenge harmful cultural norms and promote the value of education.

Furthermore, policy reforms are necessary to address cultural and social barriers, ensuring that every child has access to quality education. 

The Nigerian government has launched several initiatives aimed at reducing the number of out-of-school children.

The National Education Plan, Safe Schools Initiative, Conditional Cash Transfer Program, and Education for All initiative are steps in the right direction.

However, more needs to be done to address the scale and complexity of the problem. Effective implementation and coordination among stakeholders are critical to the success of these initiatives. State and local governments must work closely with federal agencies, international organisations, and civil society groups to ensure a unified approach.

Additionally, monitoring and evaluation mechanisms should be put in place to track progress and identify areas for improvement. Ultimately, addressing the issue of out-of-school children in Nigeria’s Northeast requires a collective effort. We must prioritise education as a fundamental right and a cornerstone of national development.

By working together, we can ensure that every child in Nigeria has access to quality education and a brighter future, securing a more prosperous and stable future for our nation. 

In conclusion, the government must stand on its toes and provide a lasting solution to the problem.

The National Almajiri Commission and out-of-school children must also work round the clock in ensuring that the number has drastically reduced or eliminated.

This will require sustained commitment, coordination, and collaboration among all stakeholders.

Only then can we hope to reverse the alarming trend of out-of-school children in Nigeria’s Northeast and unlock a brighter future for generations to come.  

Lydia Usman Maiva is a student in the Department of Mass Communication, University of Maiduguri

By Abdullahi Mukhtar Algasgaini

Minister of Education, Dr. Morufu Olatunji Alausa, has reversed his predecessor’s policy of 18 years as entry age for University admission.

The policy initiated by Professor Tahir Mamman, former Minister of Education, had generated controversy.

But while briefing journalists upon assumption of office, on Tuesday, Alausa said the policy was detrimental to the federal government’s efforts to reduce the number of out-of-school children in the country.

He said it is also not sustainable for the education sector, explaining that the 16-year age limit would be maintained and exceptions would be granted for “gifted children”.

The new minister also said going forward, Nigeria’s education system will be 80 percent practical and 20 percent classroom/ theoretical.

Alausa said practical education will help to curb the unemployment situation in Nigeria as tertiary institutions will not continue churning out graduates on a yearly basis without jobs for Nigerians.

He said the federal government will work with private sector operators for the training of students to unleash their potentials.

Alausa was among the 10 ministers who got new portfolios after last month’s cabinet reshuffle which led to the exit of his predecessor.

By Anwar Usman

The Office of the Accountant General of the Federation has confirmed the deactivation of the Integrated Personnel and Payroll Information System for Federal Tertiary Institutions.

This comes after the Federal Government’s decision to remove these institutions from the IPPIS platform.

Bawa Mokwa, the Director of Press and Public Relations at the OAGF, made this known in an interview with journalists.

Mokwa stated, “It was only natural for the IPPIS platform for FTIs to be shut down, given the Federal Government’s directive to remove these institutions from the system.”

He added that November salaries for FTIs would be processed through the Government Integrated Financial Management Information System (GIFMIS).

Institutions are expected to prepare their payrolls in Excel format and bring them to IPPIS for verification and validation.

In response to concerns about possible changes to salary account details, the OAGF clarified that it has issued no directive instructing workers to change the financial institutions linked to their IPPIS accounts.

Mokwa reiterated that workers’ welfare remains a top priority, assuring that no misleading or panic-inducing instructions would be given.

He explained that any decision to change salary accounts is entirely personal for each worker, with no mandate from the IPPIS office.

Workers with valid reasons for changing their salary accounts were advised to follow the official procedures provided by the OAGF to ensure a smooth transition without payroll disruptions.